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Michigan Department of Education School Improvement Conference

Michigan Department of Education School Improvement Conference . School Improvement Strategies that are “Getting Results” in the Great Lakes Bay Region November 9, 2012. Great Lakes Bay Region: A Story of Successful Collaboration. Planning/Presentation Team.

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Michigan Department of Education School Improvement Conference

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  1. Michigan Department of EducationSchool Improvement Conference School Improvement Strategies that are“Getting Results” in the Great Lakes Bay Region November 9, 2012

  2. Great Lakes Bay Region:A Story of Successful Collaboration

  3. Planning/Presentation Team Deb Dunbar, Director dunbard@baisd.netGreat Lakes Bay Instructional ServicesBay-Arenac ISD, Midland County ESA, Saginaw ISD Margy Dewey, Principal deweym@bangorschools.orgCentral Elementary SchoolBangor Township Schools Ben Cronkright, Principal cronkrightba@mps.k12.mi.usSylvia Gilvydis, Teacher gilvydiss@mps.k12.mi.usCarpenter Street Elementary SchoolMidland Public Schools Trent Mosley, Dean tmosley@spsd.netArthur EddySaginaw Public Schools Dr. Don Clark, Assistant Principal clarkd@bcschools.netConnie Beson-Steger, Teacher besonc@bcschools.netBay City Central High SchoolBay City Public Schools

  4. Continuous Improvement… Meeting School Improvement, Title I, NCA Requirements through AdvancED Guided School Improvement Available Across Region

  5. Bangor Central Elementary Putting the Pieces Together

  6. We Saw a Need… MEAP scores were the lowest of the three elementary schools Discipline referrals and suspensions were the highest of the three elementary schools in the district Instructional practices for reading were loosely defined We did not have systems in place to produce accurate data on student achievement to determine specific needs We did not have a system to provide interventions to students

  7. We Needed a Vision Victoria Bernhardt writes, “A clear and shared vision and leadership play major parts in data driven decision making. If there is no focus or unified front in a school, there is also no continuum of learning that makes sense for students, and no structure to increase student achievement.”

  8. Our Vision Defined What would our school look like, sound like and feel like in terms of Curriculum Instruction Assessment Learning Environment when our vision is achieved?

  9. Putting the Pieces Together to Create a System Social-Emotional Pieces Great Expectations Positive Behavior Support Multi Tiered systems of support For Reading Multi-tiered System of Support for Math Academic Pieces Free powerpoint template: www.brainybetty.com

  10. What I Never Told You School Culture

  11. Free powerpoint template: www.brainybetty.com

  12. Positive Behavior Support alaMiBLSi • The focus of year 1 training • Sets expectations for student behavior • Teaches the expectations for student behavior in all areas of the school • Provides Tier 2 and Tier 3 Supports • Integrated with our Responsible Thinking Process • Intentional Data Collection through SWIS • Acknowledges students for appropriate behavior • PAWS Pride • Blue Tickets • Go Green Free powerpoint template: www.brainybetty.com

  13. Free powerpoint template: www.brainybetty.com

  14. Great Expectations • Works Paw in Paw with Positive Behavior Support • 6 Tenets, 8 Expectations, 17 Classroom Practices • Life Principles • Intentionally teaches social skills • Incorporates best teaching practices, including brain based learning strategies emphasizing movement • Develops a climate of mutual respect and empathy Free powerpoint template: www.brainybetty.com

  15. Great Expectations Implementation • 71% of the staff has attended the 4 day training • 3 additional staff has attended a 1 day introduction • Practices we have implemented: • Model Bobcat to acknowledge students who demonstrated the Life Principle of the month • Word of the Week • Weekly Crew Meeting to acknowledge students, reinforce practices and develop community • The Magic Triad • The 8 Expectations for Living • School wide focus on Empathy, Compassion, and Respect

  16. Great Expectations Implementation Positive Behavior Support Implementation Process Data

  17. We are seeing a decrease in discipline referrals Major and Minor Infractions Major Infractions

  18. Multi-Tiered System of Support alaMiBLSi • Year 2 – Reading Focus • Defined our Tier 1 Core Reading program • Saxon Phonics – K-2 • Use of leveled books for guided reading • Daily 5/Café • Whole group lesson • Established a 90 minute reading block • Expanded DIBELS to K-5 • Implemented BAS Assessments • Took the first steps toward interventions using the Florida website and Read Naturally • Hired curriculum coaches for language arts and math

  19. MTSS Refined and Expanded • Year 3 Focus is scheduled interventions • Expanding the MTTS model to include math • Scheduled Reading Block and Math Block for 90 minutes each • Scheduled 30 minute Math and Reading intervention blocks • Reassignment of aides to intervention groups, not grade levels • Reassignment of Reading Recovery teachers to Interventionists who oversee the aides • Implementation of the NWEA assessment system to provide math data and additional reading data

  20. BAS Reading 18% change 6% change 25% change 37% change 29% change

  21. NWEA Reading

  22. NWEA Math

  23. Involving Our Parents Kindergarten and Pre-K Curriculum Days Watch D.O.G.S. Math Night Literacy Night Parent S.O.S. (Save Our Sanity) – coming soon

  24. “To get through the hardest journey, we need to take only one step at a time, but we must keep on stepping.” Chinese Proverb “It’s not about perfect. It’s about effort. And when you bring that effort every single day, that’s where transformation happens. That’s how change occurs.” Jillian Michaels

  25. Carpenter Street Elementary School: Midland, MI Beating the Odds- 2011

  26. A little about us… One of seven elementary buildings within Midland Public Schools 312 students School-wide Title I Recent consolidation increased economically disadvantaged population Student composition falls along the continuum… children of business executives to children without homes.

  27. DIBELS & SWIS: MiBLISi Sequence: track and monitor reading and behavior Goals for quality screening: identify students at-risk or potentially at-risk Interventions (See next slide): team prescribes a diagnosis and a resolution (reading & behavior) Progress Monitoring- teacher led Side effects include: teacher professionalism, i.e. a measure of accountability. General ed. resources are truly exhausted before a REED begins. Creates a demand to collaborate on a consistent basis, i.e. Next Needs Meetings RTI…with buy in

  28. Teacher Professionalism

  29. Collaboration: Next Needs

  30. Achievement Gap: 3rd Grade

  31. Achievement Gap- 5th grade

  32. 4th Grade MEAP Reading- Economically Disadvantaged Students (% Proficient cut scores applied) 72 70 66 09 10 11

  33. 5th Grade MEAP Reading- Economically Disadvantaged Students (% Proficient cut scores applied) 76 69 54 09 10 11

  34. Ruben Daniels Middle School Saginaw Public Schools

  35. DATA Fluidity START Create A FAST Team Align Data, SQP and Instructional practices Conduct an inventory of instructional and Assessment practices Assimilate Fluid and Static data for inquiry probing Monitor Instructional Practices with focused classroom walkthroughs R E P E A T Assess Goals

  36. DATA Conversation Activities A one page condensed version of our 82 page SQP document. This is on the outside of every classroom door.

  37. DATA Conversation Activities Teachers developed this rubric for instructional practices that will be seen in every classroom. Business leaders, community, and parents will use this rubric as we schedule stakeholder walkthroughs throughout the year.

  38. Bay City Central High School Bay City Public Schools

  39. Bay City Central HSFacts and Figures • State Top to Bottom list • 19% to 46% • ACT Composite Score • 2010: 18.3 2011: 18.6 2012 19.3 • Special Education Population • 22% • The only significant change in four years??? • We began Great Expectations in summer 2009

  40. Central High SchoolFacts and Figures Title II funds go to Great Expectations training. Out of 76 teachers, counselors and administrators, 45 have attended summer training It has become the common language of our school Our goal is to achieve Great Expectations Model School status by spring 2014. That means we have 90% of our teachers applying 100% of the 17 classroom practices.

  41. Classroom Practices • The teacher models desired behavior • Teachers and students speak in complete sentences and call each other by name • Students are taught as a whole group • Lessons are integrated • Critical thinking skills are taught • Mistakes are okay • Memory work, recitations, and/or writing occur daily • Enriched vocabulary is evident • The Magic Triad • Every student’s work is displayed • Word identification skills are used

  42. Classroom Practices Cont….. • Students assume responsibility for their own behavior • A school, class, or personal creed is recited/reflected on daily • All students experience success • The teacher teaches on his/her feet • Each classroom has a student greeter • Teachers and students celebrate the successes of others. • Remember: 90% of teachers implementing 100% of practices.

  43. But what does it look like in the classroom?

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